James C Eslinger
Biographic Data
| ID | 5741311 |
|---|---|
| NAME | James C Eslinger |
| GIVEN NAMES | James C |
| FAMILY NAME | Eslinger |
| SIGNATURE | ESLINGER J C |
| AFFILIATIONS | University of Toronto, Toronto, Ontario, Canada |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Infusing equity in continuous improvement: Supporting equity-focused leadership development in Columbus City Schools
Introduction This paper is a case study of equity-centered continuous improvement that informed school leader professional learning. The work is a collaboration between researchers and district leaders in Columbus City Schools, USA. The continuous improvement process took place in the context of a multi-year, grant-funded initiative aimed at expanding school leaders’ capacity to advance equity in their buildings. Methods Our findings are based on…
Equity-centered school leaders
Ohio’s Columbus City Schools developed a new urban grow-your-own principal pipeline. This pipeline emphasizes the cultivation of equity-centered principals who can address educational and social disparities in transformative and sustainable ways. Drawing from research and professional literature and from district and stakeholder engagements, author James C. Eslinger outlines six interrelated critical dispositions that need to be nurtured within s…
Navigating Between a Rock and a Hard Place: Lessons from an Urban School Teacher
The educational accountability movement in the United States under No Child Left Behind has negatively affected urban teachers because of high-stakes testing, narrowed curriculum, and scripted pedagogy. Such conditions have led to teacher stress, burnout, and attrition. Missing from the scholarly literature are the ways in which teachers work to overcome these conditions. This article offers a self-study that examines an urban elementary teacher’…
Navigating Between a Rock and a Hard Place: Lessons from an Urban School Teacher
The educational accountability movement in the United States under No Child Left Behind has negatively affected urban teachers because of high-stakes testing, narrowed curriculum, and scripted pedagogy. Such conditions have led to teacher stress, burnout, and attrition. Missing from the scholarly literature are the ways in which teachers work to overcome these conditions. This article offers a self-study that examines an urban elementary teacher’…
Navigating Between a Rock and a Hard Place: Lessons from an Urban School Teacher
The educational accountability movement in the United States under No Child Left Behind has negatively affected urban teachers because of high-stakes testing, narrowed curriculum, and scripted pedagogy. Such conditions have led to teacher stress, burnout, and attrition. Missing from the scholarly literature are the ways in which teachers work to overcome these conditions. This article offers a self-study that examines an urban elementary teacher’…
Equity-centered school leaders
Ohio’s Columbus City Schools developed a new urban grow-your-own principal pipeline. This pipeline emphasizes the cultivation of equity-centered principals who can address educational and social disparities in transformative and sustainable ways. Drawing from research and professional literature and from district and stakeholder engagements, author James C. Eslinger outlines six interrelated critical dispositions that need to be nurtured within s…
Infusing equity in continuous improvement: Supporting equity-focused leadership development in Columbus City Schools
Introduction This paper is a case study of equity-centered continuous improvement that informed school leader professional learning. The work is a collaboration between researchers and district leaders in Columbus City Schools, USA. The continuous improvement process took place in the context of a multi-year, grant-funded initiative aimed at expanding school leaders’ capacity to advance equity in their buildings. Methods Our findings are based on…
Political science (3 works) · Teacher Education and Leadership Studies (3 works) · Pedagogy (2 works) · Sociology (2 works) · Accountability (1 works) · Attrition (1 works) · Burnout (1 works) · Business (1 works) · Critical Race Theory in Education (1 works) · Curriculum (1 works)